Great article on how pedagogy has shifted and the emergence of modern skills and literacies.
Dr. Gil Perl:" It's the teacher - whether new to the profession or seasoned veteran - who recognizes that the world is changing and that teachers ought to be on the forefront of understanding that change. It's the teacher who has a burning desire to learn more and do more, while being open to reflection and redirection. It's the teacher who encourages his students to take intellectual and emotional risks and models such by extending himself beyond his own comfort zone. It's the educator who embraces the idea that her job is not to teach, but to help students learn"
This short video demonstrates different levels of tech. integration using the SAMR model. For more information on SAMR & Bloom's taxonomy, check out this blog post: The Padagogy Wheel … it's a Bloomin' Better Way to Teach @
http://goo.gl/8RTdA
"Guest edited by Dr Yishay Mor, Senior Lecturer at the Open University's Institute of Educational Technology (UK), and Tapio Koskinen, Director of the eLearning Papers Editorial Board, MOOCs and Beyond seeks to both generate debate and present a variety of perspectives about this new popular learning model."
Innovative use of blended learning, using a rotating centers approach: Teacher instruction, Group work, Technology group. They are able to do more differentiated instruction within this model and looks like they're using some digital curriculum or an LMS.
This hints at the concept not so much of student motivation, but student impetus.
the 21st century’s model is form and interdependence.
How the Habits of Mind develop is not as simple as merely naming them.
It is one thing to remind little Johnny to persist in the face of adversity. It is another to create consistent reasons and opportunities for him to do so, and nurturing it all with modeling, resources, and visible relevance.
The tone of thinking in the 21st century should not be hushed nor gushing, defiant nor assimilating, but simply interdependent, conjured to function on a relevant scale within a much larger human and intellectual ecology
The shift towards the fluid, formless nature of information—thinking of information as a kind of perpetually oozing honey that holds variable value rather than static silhouettes and typesets that is right or wrong—is a not a small one.
A new year begins and the order for more iPads arrives on our doorstep. All the preparation last year setting up profiles, selecting and purchasing apps, backing up optimal setups to use as base models to set up batches of iPads are now to be put to the test. 65 iPads and 14 USB ports - how will it pan out?
museums have figured out a thing or two about intrinsic motivation and free choice learning
The main difference between the joy of learning in schools and museums is that, with the exception of school field trips, museums can’t force you to come, stay, or learn a thing.
"What does a public school classroom have in common with a museum exhibition hall? The answer has nothing to do with oversized models or informative laminated labels - and everything to do with the joy of learning."
This guide examines the use of Bring Your Own Device (BYOD) models in schools. It looks at the potential opportunities and benefits, as well as the considerations, risks and implications that arise when schools allow students and staff to use
personally owned devices in the classroom and school
environments. Strategies, tips and techniques are included to address the considerations and manage the risks.
Simon Sinek has a simple but powerful model for inspirational leadership - starting with a golden circle and the question "Why?" His examples include Apple, Martin Luther King, and the Wright brothers ...
Posters relevant to active listening and modelling sharing thinking, disagreeing respectfully and asking clarifying questions - shareable resource from Jeromie Heath
Society confronts educational change in an odd, entirely counter intuitive manner. On one hand we acknowledge that education can and should do a better job of preparing our children for the future while on the other we cling to the models of education that we knew. This led educational writer Will Richardson to state that 'the biggest barrier to rethinking schooling in response to the changing worldscape is our own experience in schools'. Our understandings of what school should be like and our imaginings of what school could be like are so clouded by this experience that even the best evidence for change is overlooked or mistrusted.
What becomes clear, as you dive further into the emerging research that connects what we know about learning, mindsets, dispositions for learning and the development of mathematical understandings, is that a new approach is required. We need to move away from memorisation and rule based simplifications of mathematics and embrace a model of learning that is challenging and exciting. We can and should be emerging all our students in the beauty and power of mathematics in learning environments full of multiple representations, rich dialogue and collaborative learning.
"The Stripling Inquiry Model has six phases; however, it's not a linear process but rather a recursive one in which the learner might revisit a previous stage to ask additional questions or organize information, as the need arises. Each phase involves critical thinking skills that empower young people to learn on their own and develop the thinking skills to be independent, lifelong learners. The phases are as follows:
Connect: observe, experience, connect a subject to self and previous knowledge
Wonder: predict, develop questions and hypotheses
Investigate: find and evaluate information to answer questions, test hypotheses
Construct: draw conclusions, arrive at new understandings
Express: apply understandings to a new context, share learning with others
Reflect: examine one's own learning and ask new questions (Stripling 2003, 8).
Technology and, in particular, Web 2.0 tools and services can be used throughout the inquiry process to support the appropriate thinking skills. The key is to focus on student learning, not the Web 2.0 technology. The focus is on the phase(s) of inquiry at which students are concentrating and deciding which technology tool can best support the thinking processes and instructional strategies of that phase of inquiry. This increases the effectiveness of both the learning experience and the use of technology. An outline of the inquiry phases aligned with Web 2.0 technology tools and instructional strategies can be seen in Figure 2."
I'm using this video demonstrating how to solve a multiplication problem using partial products as a model for when I create my own. I think having a video like this available on my blog for parents or students when they get stuck on homework, or don't understand why we use this method would be very helpful.
"https://youtu.be/Hw8r0wjfCHU"